AGNES N. TOTH Ph.D. University of West Hungary Department of Education HUNGARIAN MODEL OF TEACHER EDUCATION In: Sebahattin Tüzemen és Ali Caglar Güllüce (ed.)
Proceedings of ESRUC: 2nd Eurasian Silk Road Universities Convention: “Building Bridges in Higher Education: Seeking for an Eurasian Model and Developing ESRUC Consortium” Erzurum/Turkey, 2011.06.03-2011.06.06. Erzurum: Atatürk University, 2011. pp. 170-175. (Proceedings of ESRUC; 2.) (ISBN:978-975-442-162-0)
HUNGARIAN MODEL OF TEACHER EDUCATION Being a teacher has always been a great challenge due to the attention which surrounds the education of the next generation. This is a sensitive issue in all societies. In Hungary, there was a change of the political system in 1989 but it had no particular impact on teacher training, as opposed to the Bologna Declaration signed up in 1999. As it is known, the original purpose of the Bologna Declaration has outlined an integrated European Higher Education Area. In 2005, Hungary joined the European Union, which accelerated changes in teacher training concerning the Bologna Process even to a greater extent. ’In November 2005 the Parliament passed the Higher Education Act (Higher Education Act of 2005) which came into effect on March 1, 2006 with the following key objectives: - to provide practical and up-to-date skills and knowledge by launching the multi-cycle course structure with the effect of September 1, 2006 in the entire system, - to create an environment for the operation of the institutional system to assist co-operation and participation in the integration of the Hungarian higher education into the European Higher Education Area, as well as to create the conditions for student-teacher mobility, - to implement a governance, management and financial system for the institutions adapted to the changed domestic and international environment, - to promote the involvement of private funds, foster the right of higher education institutions to self-government, property, independent financial management and business activities, to create the conditions for the above, - to grant financial contribution from students starting their studies in September 2007. The introduction of competence-based teacher training took place in 2006 by the law Nr.15 of Ministry of Education. Previously we followed our traditional ‘one-cycle’ system of teacher education which took place at colleges or universities, depending on the stage of public education. ’(Dinya, 2007)1 In 2006 structural and conceptual changes occurred as well. As a structural change the two-cycle system of Bsc/Ba and Msc/Ma levels was planned to be introduced instead of the one-cycle system.
Structural changes in teacher education of Hungary
2006 Introduction of Bologna process One -cycle system 4 or 5 years at colleges or universities, depended on schools’ type to prepare for teaching
2011.06.28.
Two -cycle system 5,5 years at universities to prepare for teaching in lower secondary or secundary schools at Bsc & Msc level
Agnes Toth Nemeth University of West Hungary
Figure 1
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As it can be seen in figure Nr. 2, before 2006 kindergarten teachers (preschools) and primary school teachers (children aged between 6 and 14) were trained at colleges for four years, while teachers of secondary schools (students aged between 14 and 18) were trained at universities for five years. Since 2006 all teachers for ISCED 2- 5 have been educated at master level at universities. Students, after finishing their secondary studies and having passed their secondary school leaving examination can apply for university studies for optional subjects, generally choosing two majors such as Biology & Geography or Physical education & English.
Period of the teacher training for different level of education Before 2006 Since 2006 5 years In universities
HIGHER Ed. (ISCED 5) 18- 22/18-23/ 18- 24y
5 years In universities
SECONDARY Ed. (ISCED 3) 14- 18/ 12- 18/ 10-18 y
on Bsc & Msc level
Lower secondary ed. (ISCED 2)
4 years in
PRIMARY Ed. 6- 14 y Elementary schools (ISCED 1)
colleges Kindergarden or preschool Ed. (ISCED 0) 2011.06.23.
4 years in colleges on Bsc & Msc level
Figure 2
This training includes different modules such as disciplinary, psychology, pedagogy and teaching practice. The number of credits for each module is regulated by a ministerial decree (15/2006 OM)1. Altogether, a Hungarian teacher being able to teach two subjects is educated in an 11-semester- period with 330 credits. (see figure 3) As mentioned above, in the latest system of teacher education in the Republic of Hungary students who graduate at Bsc/Ba level do not have a degree for teaching; that is why they can not be employed in public education. Their degree refers only to their disciplinary studies such as arts or natural sciences but not to teaching.
Structure of the training 5,5 MAlevel
Teaching practice 30 credits (included 5 credits for portfolio)
5
Disciplinary studies
4
50 + 30 credits
+
Psychological & pedagogical studies 40 credits
3 BAlevel
2
Disciplinary studies 110+ 60 credits
+
Psychological & pedagogical studies 10 credits
1 2011.06.27.
Agnes Toth Nemeth University of West Hungary
Figure 3
1
László DINYA (2007): Country Report on the Implementation of the Bologna Process 2005 — 2007; Ministry of Education and Culture 15 December 2006
2
Changes in the content of teacher education
2006 Introduction of Bologna process
Focus on disciplines as subjects will be taught in the future. Lower attention on psychology, pedagogy & teaching practice.
2011.06.27.
At Bsc level, 10 credits obligation in teaching practice as job orientation e.g.visit schools, introduction of pedagogy & psychology At Msc level, 40 credits must be collected in education science included psychology as well. At the end of Msc, a whole semester as practice compulsory. (30 credits) Final essay has changed for portfolio.
The most significant change in the training is that the emphasis has been shifted from disciplinary knowledge to professional awareness in order to implement a new competence-based teacher education. The nine competences of a teacher focus not only on their theoretical knowledge, but on their teaching abilities and their attitudes as well.
Agnes Toth Nemeth University of West Hungary
Figure 4
European teacher training specialists (the EU's Committee of Experts on the national delegates) have compiled a list of teachers' expertise to the new requirements, on the basis of which the education policy and research direction created a common set of requirements for teacher training. Hungarian description of teaching competencies is in line with the list of EU experts. (Kárpáti, 2008)2 Competencies of teachers, as defined in a ministerial decree (15/2006 OM)3 are the following: 1. students’ personality development 2. students’ groups & community development 3. students’ development in scientific knowledge and literacy 4. lesson planning 5. class management 6. preparing students for lifelong learning 7. professional team working 8. adaptation of different assessment techniques 9. professional development and commitment However, the academic freedom of the university lecturers decreased because these fulfilments of the above-mentioned provisions were required by the accreditation of teacher education curricula. It is no wonder that more people can criticize the excessive detail of the regulation, particularly regarding to the description of competences. (Falus, 2009)4 Progress in every single competency is required to be described by trainees in their final portfolio during the last semester of the training. Now, we must have a look at a small part of our University’s teacher training curriculum just to get the impression how we train the best teachers of the future. (see Figure Nr. 5 & 6) Tables include all subjects, number of credits and form of examinations to be taken during the training.
2
KARPATI, Andrea (2008): Teacher education and training (2008) In. Green paper for renewal of Hungarian compulsory education Edited by Fazekas Károly- Küllő János- Varga Júlia Ecostat, Budapest p.193-217; 3 DINYA, László (2007): Country Report on the Implementation of the Bologna Process 2005 — 2007; Ministry of Education and Culture 15 December 2006 4 FALUS, Ivan (2009): Teacher training changes in European balance (A hazai tanárképzés változásai európai mérlegen) Educatio 2009/3 pp. 360–370.
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MASTER COURSES IN PEDAGOGY, PSYCHOLOGY AND SCHOOL PRACTICE FOR FULL-TIME STUDENTS (40+30 CREDITS)
credit
Prerequisite
Class
credit
1 2
total
Semester 5
Class
15/ 15
credit
l/s
Semester 4
Class
2
E/p
credit
30/ 15
Semester 3
Class
l/s
credit
credit
E
School practice
MA year II
Semester 2
Class
Semester 1
Class
Subject
MA year I
Type of class
Code
Type of testing
A 15/2006.OM (IV.3) rendelet 4.melléklet 4.1. és 4.2.pontja alapján
45
2
-
30
3
1011
Basic core subjects (obligatory studies) Psychology MANPD 1011 MANPD 2012; 2013
Developmental and personality psychology Mental development in the context of cognitive psychology
Pedagogy MANPD 1014 MANPD 1015
Education and school concepts
MANPD 1017
Informatics in the teaching
Education and school sociology Informatics
E
l
30
2
30
2
-
E
l/s
15/ 15
2
30
2
-
p
s
30
2
30
2
-
Field-specific subjects (obligatory studies) Psychology MANPD 2118
School psychology
MANPD 3119
Health psychology
p
s
E
l
E/p
l/s
E
l
Methodology of Educational Science (workshop)
p
s
Comprehensive examination
E
0/ 30
2
30
2
1011
15
1
15
1
2118
15/ 15
1 1
60
4
1014; 2120
15
1
15
1
2120
15
0
15
0
0/0
2
0
2
Pedagogy MANPD 2120;2121; 3122;3123 MANPD 3124 MANPD 3125 MANPD 3126
The pedagogical process I-II. (theory and practice of education; didactic) Pedagogical development
15/ 15
1 1
2120 2012; 2118; 2120
School practice MANPD School 2127 MANPD School 2128 MANPD School 2011.06.27. 3129
practice
I.
p
p
15
1
15
1
1011
practice
II.
p
p
15
1
15
1
1015
practice
III.
p
p Agnes
15
1
2120
Final exam; portfolio, thesis
Together
Toth Nemeth University of West Hungary
E6+P8
8
135
15
1
5 9
120
90
7
0
0
0
0
29
345
MA. year II.
School prac tice
credit
Total
Class
credit
Semeste r 5
Class
credit
Semeste r 4
Class
credit
Semeste r 3
Class
credit
Semeste r 2
Class
credit
Class
Type of class
Subject
MA. year I. Semeste r 1
Prerequisite
code
Type of testing
Figure 5
Differentiated subjects of field-specific specialisation Selective courses in psychology selected each)
MANP D 4234 MANP D 4235 MANP D 4236 MANP D 4237
Group dynamic training
(1-1 unit to be
p
T
30
1
p
T
30
1
p
T
30
1
p
se m
30
2
p
se m
30
2
p
se m
30
2
p
se m
30
2
p
se m
30
2
p
se m
30
2
p
se m
30
2
p
se m
30
2
p
se m
30
2
Gordon training
train ing
Psychology of learning and motivation Disorders of individual development Psychology of school communication Psychology of family education Mental hygiene in schools
-
30
2
Teachers’ roles
MANP D 4239
Inter- and multicultural education Theory of curriculum development Reflective pedagogy
(1 unit to be
30
2
3126
MANP D 4238
MANP D 4241
1
Conflict solving
Selective courses in pedagogy selected each)
MANP D 4240
30
3126
MANP D 1230 MANP D 1231 MANP D 1232 MANP D 4233
(2 units to be selected each) Inclusive schools
p
se m
30
2
Learning methodology
p
se m
30
2
Differential pedagogy
p
se m
30
2
p
se m
30
2
12 0
8
E-learning
2011.06.27.
Total
5p
Agnes Toth Nemeth University of West Hungary 30
1
0
0
Figure 6
4
0
0
60
4
150
9
3126
MANP D 4242 MANP D 4243 MANP D 4244 MANP D 4245
According to details of the curriculum above, a variety of the studies in pedagogy and psychology is provided for our teacher candidates. The contents of different subjects and literatures are based on the recent research findings and professional literatures. The challenges to be solved in the very near future can be observed in three levels; such as social and education policy level, higher education level and university level. At social level the Republic of Hungary must enhance the social prestige of the teaching profession. It should be one of the highest paid professions in order to create its social rank. At higher education level, we must increase the number of scientific qualified professors involved in teacher education. In addition, the most modern & practice- based curriculum should be accredited for an effective competence-based teacher education. It is necessary to review the input requirements of the master level teacher training (e.g. national language exam). At the university level we would like to increase the number of students who want to become teachers and to provide them opportunities to be involved in international mobilities. We also have to find the best methodology to help students to create their portfolios on their teaching competences.
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